A 3-part series by Christina Potter, COTA

With the help of my high school, I was able to carry over my classroom accommodations to my driver's education courses and to the Department of Motor Vehicles (DMV) written license exam. To decrease distractions for the written test my parents also strategically scheduled my license exam at the DMV during the least busy time. When applying for my first job I used electronics to assist in spelling and asked for help from family, friends, and teachers to review my resume or application before submitting it. During job interviews I also chose to be open and honest about my disabilities because they are a part of me. With support from my boss, I was able to use accommodations like my phone for spelling and math, or to create lists to help with task management and memory. I found success in obtaining and utilizing accommodations in some major early adulthood milestones, but I knew one of the most complex and extensive tasks ahead was to prepare for my transition to college.

When looking at potential colleges I decided to go to a community college first. For me, a community college had greater potential for success because of the smaller class and campus size and the availability of tools to ensure academic excellence. In college I had a dedicated advisor that assisted me with course scheduling and mapping out my college plan. I also had coursework accommodations through the disability office on campus. Lastly, I had access to tutoring in all my classes! While navigating the services available to me through the college, I learned that major state and national board exams are required to provide accommodations to individuals with disabilities in accordance with the Americans with Disabilities Act (ADA). Learning about this legal requirement was so important because I was facing a high-stakes exit exam to be able to work in my chosen career field. As I finished college and prepared for my career I continued to advocate for my needs and learned how to balance pushing myself while also honoring my limitations.

Today I am happy to share that I was able to achieve my dream of becoming a Certified Pediatric Occupational Therapy Assistant! In my career I continue to self-advocate and accommodate my needs in my environments. I give myself extra time to complete medical documentation to ensure its accuracy and I continue to utilize electronic devices to ensure proper spelling. I copy important paperwork on purple paper to increase my reading ability. I also use trusted tools for keeping myself organized such as spreadsheets, sticky notes, and calendars. To this day I still listen to classical music to decrease distractions and keep track of time.

I understand and realize that I will always have to do extra work to be a successful functional adult, and I am okay with that. We are continuously learning at every stage in our lives. This means learning disabilities do not disappear after school is over. My disability is a part of me, and therefore it is a lifelong journey to overcome the barriers and challenges that come with it. I am living proof that through early interventions and advocacy for our unique needs and tools, that a differently abled individual can successfully navigate their own challenges in life as they present themselves.

The Americans with Disabilities Act and Your Rights as a College Student

Reasonable Accommodations in the Workplace | ADA National Network

Christina Potter graduated from St. Philip’s College in 2019. She has worked at Pediatric Therapy Specialists (PTS) ever since obtaining her license to become a Certified Occupational Therapy Assistant (COTA) in July 2019. She is passionate about using the power of music as an effective tool to improve brain function, emotional control and sensory processing. She is certified in Safe & Sound Protocol (SSP), Remote Facilitation of SSP, and The Focus System through Unyte and Integrated Listening System. The SSP is a music based tool to help improve emotional control, behavioral organization, hearing sensitivity and listening skills. The Focus System is the core product for improving brain function through the implementation of Unyte-iLs’ methodology: Brain and body integration through multisensory input.